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Seminar Description
This seminar outlines issues in first and second language acquisition, bilingual development, language development myths, and their interaction with cognitive development and academic achievement as a function of curriculum. The focus of this module is to provide an explanation regarding why it is that English learners never actually "catch up" and how it sets the stage for expectations of performance on testing that may be done. Dr. Ortiz finds it necessary to do this in his workshops because few people understand development well enough to know how it affects performance on both achievement and cognitive tests.
Seminar Availability
This seminar will be available for your online viewing (or re-viewing) for 45 days after purchase. Upon purchase, this seminar will be available to you online 24 hours a day, 7 days a week.
Time Ordered Agenda
Module Name: Nondiscriminatory Assessment of Culturally and Linguistically Diverse Students: Understanding the relationship between academic, cognitive and linguistic development for English Language Learners. (2 hours)
Introduction and Overview (Slides 1 – 4)
Stages of Language Acquisition (Slides 5-8)
Bilingualism and Development (Slides 8 – 16)
Bilingual Education Models and Research (Slides 17 – 25)
Summary and References (Slides 26 - 30)
Learning Outcomes
• Identify the four levels in which culturally and linguistically diverse children are served and what the central issue is for each one.
• Discuss the central issues in first and second language acquisition and bilingual development including the concepts of BICS and CALP.
• Distinguish language development facts from fallacies.
• Describe the manner in which the various, current types of bilingual and ESL programs affect the school achievement and subsequent test performance of English learners.
• Explain the parallel nature of the relationship between cognitive, linguistic, and academic development and its impact on expectations of performance in school and on standardized tests.
Continuing Education Credit and Certificate of Attendance
All participants that successfully complete this module will receive a certificate of attendance (2 clock hours). Authorization from your individual school district or organization prior to enrollment is recommended.
If you would like to be notified when this seminar is available for ASHA CEUs, please email info@nationalceu.com.
About The Presenter(s)
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Dr. Samuel Ortiz is Associate Professor of Psychology and former Director of the School Psychology Program at St. John’s University, Queens, New York. Dr. Ortiz trains and consults nationally and internationally on topics ranging from nondiscriminatory assessment to contemporary evaluation of learning disabilities. He combines practical and research based experience with specialized education and training in working with culturally and linguistically diverse children and parents. Dr. Ortiz is bilingual (Spanish) and bicultural (Puerto Rican).
Dr. Ortiz has studied and published on topics that include assessment of culturally and linguistically diverse individuals, application of modern intelligence theory in testing through CHC Cross-Battery assessment methods, differentiating cultural and linguistic differences from disorders, and development of the Catell-Horn-Carroll Culture-Language Matrix as a method for determining the primary influence of culture and language on test performance. He recently authored three chapters in the National Association of School Psychologists’ (NASP) Best Practices IV on nondiscriminatory assessment, contemporary intellectual assessment,
and working with culturally and linguistically diverse children and families. Dr. Ortiz has also co-authored works such as Assessing Culturally and Linguistically Diverse Students: A Practical Guide and Essentials of Cross-Battery Assessment and The Achievement Test Desk Reference: A Guide to Learning Disability Identification. |
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